Yükseköğretimin finansmanı: Geleneksel ve modern yaklaşımların karşılaştırılması

Geleneksel olarak yükseköğretim, neredeyse tüm ülkelerde yoğun bir şekilde devlet tarafından desteklenir. Bu durum, eğitimin kendi içinde bir yaşam kalitesi ölçüsü olmasının yanı sıra kamu malı (ve yükseköğretim bakımından kamu malına yakın bir şekilde), değer malları, insan gelişimi için sosyal bir yatırım ve eşitliğin temel bir amacı olarak dış etkiler üretme kapasitesi şeklinde tanınmasıyla gerekçelenmektedir. Gelişmekte olan ve gelişmiş ülkelerin çoğunda neo-liberal ekonomik reformların ortaya çıkışı, yükseköğretime ayrılan kamusal bütçelerin daralmasına yol açmıştır. Yükseköğretimin finansmanındaki son eğilimler, yükseköğretimin rolü üzerindeki algıları değiştirmeyle ilişkilendirilmekte, bunun sonucu olarak, üniversitelerin oluşturulması ve ayakta tutulması sürecinde ticari modeller benimsenmektedir. Örneğin özel üniversiteler, ticari üniversiteler, kurumsal üniversiteler ve girişimci üniversiteler gündem konusu haline gelmektedir. Kamu malı, değer malı, sosyal yatırım ve insan hakları olarak yükseköğretim gibi sıralanabilecek yükseköğretimin çeşitli temel karakteristik özellikleri tehdit altındadır. Son kanıtlar göstermektedir ki birçok üniversite, maliyet kurtarma önlemleri denemekte, öğrenci ücretleri ve diğer sivil kaynaklardan kaynak yaratmaktadır. Sağlam politikalar oluşturmak için, yükseköğretimdeki bu maliyet kurtarma önlemlerinin nicelik, kalite ve eşitlik üzerine etkilerinin incelenmesi gerekmektedir. Bu makale, yükseköğretimin kamusal finansmanı lehinde ve aleyhinde ileri sürülen ve yükseköğretimin finansmanının devlet için ne kadar önemli olduğunu tekrar ifade eden argümanların bazılarına hızlı bir bakış sunmaktadır. Makalede eğitime yönelik kamu desteğinde ciddi bir azalmanın uygun ve (uygun olsa dahi) arzulanabilir olmadığı vurgulanmaktadır.

Anahtar Kelimeler:

Kamu malı, maliyet kurtarma, neo-liberal politikalar, öğrenci kredileri, refah devleti, ücretler.

Financing of Higher Education: Traditional versus Modern Approaches*

Conventionally, higher education is heavily subsidised by the state in almost all countries. This has been justified by the recognition of education as capable of producing externalities, as a public good (and as a quasi-public good in case of higher education), as a merit good, as a social investment for human development, and as a major instrument of equity, besides as a measure of quality of life in itself. The launching of neo-liberal economic reforms in most developing and developed countries of the world has led to shrinking the pubic budgets for higher education. Recent trends in funding higher education are associated with changing perceptions on the role of higher education. As a result, business models are adopted in setting and running universities. Private universities, commercial universities, corporate universities and entrepreneurial universities are becoming the order of the day. The several basic characteristic features of higher education, such as higher education as a public good, merit good, social investment, and as a human right are under attack. Recent evidence shows that many universities are experimenting with cost recovery measures, generating resources from student fees, and other non-governmental sources. The effects of these cost recovery measures on the quantity, quality and equity in higher education need to be examined for sound policy making. The paper presents a quick review of some of these arguments being made in favor of and against public financing of higher education and restated how important it is for the state to finance higher education. It is argued that significant reduction in public subsidies to education is neither feasible, nor desirable, even if feasible.

Keywords:

Cost-recovery, fees, neo-liberal policies, public good, student loans, welfare state.,

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